Missouri Pre-Service Teacher Assessment (MoPTA)

During Reading Lesson

Grades 6 and 7, 50 minutes
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by the lesson.
CCSS SL 6 1. Collaborating. a. Conversations: Follow rules for collegial discussions and
decision making, track progress toward specific goals and deadlines, and define
individual roles as needed.
CCSS RL 6 1 Comprehend and Interpret Texts. a. Evidence/Inference: Draw conclusions,
infer and analyze by citing textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Learning Objectives/Goals
The lessons objectives and intended learning outcomes appropriate for meeting
curricular and student needs
Sixth grade students will be able to:

Collaborate to comprehend the conversation between Roger and Mrs. Jones in the
story, Thank You, Maam by Langston Hughes with 80% accuracy.

Interpret the story Thank You, Maam by Langston Hughes using evidence with
80% accuracy.

Assessment (the type[s] of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson.
Before: the teacher will assess students previous knowledge by passing out an
anticipation guide to the students to gauge their feelings on the story before reading.
During: The teacher will assess students understanding while reading Thank You,
Maam by having the students mark up the text the second reading.

1. Character descriptions
2. Unexpected things that happen in the story
3. Things that make us feel sorry for the boy and for the woman
After: the teacher will assess understanding of the text by taking a formative
assessment of how rich the students knowledge of the text using a rubric during literary
discussion.

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Lesson Structure and Procedures

Sequence of events of the lesson elements. (The before, during, and after the lesson,
e.g., Engagement/Opening, Procedures, Guided Practice, Conclusion)
1. Opening Procedures: (10 minutes)
a. Greet students at the door. Have students come and sit down and work on bellwork,
which is the anticipation guide. On the anticipation guide before and after reading Thank
You, Maam students will answer whether they believe each of the six statements are
true or false.
b. The teacher walks in the classroom and tells students the objective for today is to
collaborate to come to comprehend the conversation between Roger and Mrs. Jones in the
story, Thank You, Maam by Langston Hughes.
2. During: (30 minutes)
a. Direct Instruction: The teacher reads the story Thank You, Maam out loud to
students scaffolding understanding by including think alouds that students may not come
up with on their own, for example when Mrs. Jones left Roger alone with the purse that
Roger had tried to snatch, the teacher would think aloud telling the students I think that
Mrs. Jones is giving Roger a chance to prove her wrong, to see if he has changed.
b. Guided Practice: The teacher would then give each student certain color highlighter for
each prompt to annotate the text, for example

4. Character descriptions
5. Unexpected things that happen in the story
6. Things that make us feel sorry for the boy and for the woman
The teacher would be around to check highlighting.
c. Independent practice: (10 minutes)
The students would come together to do a literary discussion with their different roles to
collaborate to come to an understanding about different features in the text.

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Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their
needs.

1.
2.
3.
4.

Direct Instruction
Guided Practice
Independent practice
Read aloud

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning
objectives.
1.
2.
3.
4.

Anticipation Guide
Think alouds
Annotation
Literacy discussions

Resources and Materials

List of tools, personnel, and materials used in the planning of and during the instruction
of the lesson.
1. Dry erase marker
2.

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance
instruction and student learning.

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Differentiation/Accommodations/Modifications/Increases in Rigor
To help meet the needs of all learners, learning differences, cultural and language
differences, etc.

1. Students with language differences will be given the opportunity to talk

about poverty in their home country
2. Students with language differences will be given a summary of the story to
help with comprehension
3. Students will be given additional individual space, additional time, or any other
accommodations spelled out in individuals IEPs.

Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student
behavior needs to help keep the students on task and actively engaged.

Extensions
Activities for early finishers that extend the students understanding of and thinking about
the learning objectives by applying their new knowledge in a different way.
If students got done early I would ask them to read.

Follow-Up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student
understanding and interconnect concepts (may be incorporated tomorrow or throughout
the unit).

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Additional Information
Any area or lesson component that may not have been covered by this format that you
think is vital to include in this lesson.

2015 MoDESE. The Department of Elementary and Secondary Education does not discriminate on the basis of
race, color, religion, gender, national origin, age, or disability in its programs and activities. Inquiries related to
Department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities
may be directed to the Jefferson State Office Building, Office of the General Counsel, CoordinatorCivil Rights Compliance
(Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102-0480;
telephone number 573-526-4757 or TTY 800-735-2966; e-mail civilrights@dese.mo.gov.

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